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Robi Hendra
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Educational Leadership and Management Journal
Published by Universitas Jambi
ISSN : -     EISSN : 30314712     DOI : https://doi.org/10.22437/element.v1i1.29678
Core Subject : Education,
Education Other
1. leadership development, 2. organisational behaviour, 3. education policy 4. Education learning and management 5. Supervision 6. Organisational Behaviour
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): Element - 2025" : 7 Documents clear
A Study on Law Students’ Perceptions of the Integration of Legal Terminology in English within ESP Instruction in Higher Education Bunga Ayu Wulandari; Ahmad Ridha; Robi Soma; Fauzan, Muhammad
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51185

Abstract

The increasing globalization of legal practice requires law students to develop strong command of English legal terminology as a key component of English for Specific Purposes (ESP) learning. This study explores how law students perceive the importance, challenges, and learning strategies related to the integration of English legal terminology in ESP courses at the tertiary level. Using a qualitative descriptive approach with an intrinsic case study design, data were collected from eight law students through semi-structured interviews, participatory classroom observation, and documentation review. The data were analyzed using thematic analysis supported by NVivo software. The findings show that students regard mastery of legal terminology as indispensable for understanding international legal materials, succeeding in law related subjects, and preparing for future international legal practice. However, they encounter substantial challenges, including polysemy, pronunciation difficulties, dense legal texts, and limited instructional time. To cope with these obstacles, students employ various strategies such as using digital lexicons and online resources, engaging in peer discussion, participating in legal role-plays, and repeatedly interacting with authentic legal documents. The study also reveals that the perceived effectiveness of ESP courses is closely tied to lecturer engagement, the use of authentic materials, and curriculum design that aligns assessment with real legal tasks. The findings offer important implications for curriculum developers and lecturers in designing ESP Law programs that foster legal English proficiency, critical thinking, and global legal literacy.
The Influence of E-Leadership, School Culture, Teacher Cooperation, and Teacher Self-Efficacy on Teacher Performance: The Context of Indonesia Elfina, Ira; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51294

Abstract

This study investigates the influence of leadership, school culture, teacher cooperation, and teacher self-efficacy on teacher performance in Indonesian primary schools. Using a quantitative survey. Data were collected from 500 elementary school teachers in Jambi Province, drawn from a population of 16,910 teachers. The sample size was determined using a sample size calculator with 95% confidence and a 4% margin of error. A 46-item questionnaire, adapted from established scales, was administered using a five-point Likert scale. Content validity was confirmed through expert review and the Content Validity Index (CVI), with all items exceeding 0.80. Data was analysed using Partial Least Squares Structural Equation Modeling (PLSSEM) with SmartPLS 4. The structural model shows that e-leadership has a positive and significant effect on school culture (β = 0.190; p < 0.001), teacher cooperation (β = 0.299; p < 0.001), and teacher performance (β = 0.288; p < 0.001). School culture (β = 0.266; p < 0.001) and teacher cooperation (β = 0.253; p = 0.002) also significantly enhance teacher performance. Teacher self-efficacy significantly predicts school culture (β = 0.683; p < 0.001) and teacher cooperation (β = 0.578; p < 0.001), but its direct effect on teacher performance is not significant (β = 0.109; p = 0.080). These results highlight the central role of e-leadership, school culture, and collaboration as key drivers of teacher performance, while self-efficacy operates mainly through indirect, contextual mechanisms.
The Influence of Digital Culture, Teacher AI Competence, and Teacher Leadership on Student AI Leadership and Academic Performance at Senior High School in Muaro Jambi Nova Triana Hakim; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51296

Abstract

This study examines the impact of digital culture, teachers’ AI competence, and teacher leadership on students’ AI leadership and academic performance amid digital transformation in education. Grounded in an extended Technology Acceptance Model (TAM), the research explores how these constructs interact to influence AI integration in teaching and learning. A quantitative approach was employed, with data collected from students at Senior High School in Muaro Jambi who engaged in AI-assisted learning. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) for analysis, the study found that digital culture significantly and positively impacts teacher leadership, teacher AI competence, and student AI leadership, positioning digital culture as a primary enabler of technological and pedagogical innovation. However, the direct effects of teacher leadership, teacher AI competence, and student AI leadership on academic performance were positive but statistically insignificant, suggesting that their influence is mediated through pathways of leadership and competence development. These findings underscore the importance of fostering a strong digital culture for AI adoption and highlight that improvements in academic performance require sustained pedagogical alignment and implementation. This research contributes to the theoretical expansion of TAM by integrating cultural and human dimensions. It offers practical insights for educators and policymakers aiming to strengthen AI integration for educational transformation.
Validating A Technology Acceptance Model of Generative AI in Undergraduate Music Education Tomi, Masvil; Utama, Galuh Tulus; Ramadhanti, Sri; Dekti, Gen; Sembiring, Dian Arisandy Eka Putra; Hendra, Robi; Yusuf, Muhammad
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51436

Abstract

Generative artificial intelligence (AI) tools such as ChatGPT are rapidly entering higher education, yet their acceptance in highly embodied and practice‑oriented domains like music education remains underexplored. This study examines relationships among perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATT), behavioral intention (BI), and actual use (AU). A cross‑sectional survey of 218 music education students was conducted, supported by focus group discussions (FGDs) and classroom observations. A 28‑item TAM‑based instrument was adapted to Generative AI in music learning and underwent expert review, pilot testing, and full validation. Measurement results indicated satisfactory reliability and validity (Cronbach’s α = 0.80–0.89; composite reliability = 0.84–0.91; average variance extracted = 0.56–0.66; HTMT < 0.85), with good model fit (χ²/df = 2.11, CFI = 0.953, TLI = 0.943, RMSEA = 0.072, SRMR = 0.049). Descriptive results suggested generally positive acceptance (means on a 1–5 scale: PU = 4.07, PEOU = 3.94, ATT = 4.02, BI = 3.88, AU = 3.41). Students predominantly used AI to summarize theory, brainstorm composition ideas, generate practice drills, and simplify technical terms, while performative and practical uses remained limited. The findings corroborate TAM’s applicability to Generative AI in music education and resonate with evidence from language learning and teacher education contexts. We propose institutional strategies to support responsible adoption: concise usage guidance, assessment‑integrated AI literacy, and transparent ethical policies addressing originality and authorship. The study offers a domain‑specific, validated instrument and empirically grounded recommendations for integrating Generative AI as a cognitive and creative adjunct—rather than a replacement—for embodied musical learning.
Understanding Biology Pre-service Teachers’ Acceptance of PjBL e-logbook: An Application of the UTAUT Model at Universitas Jambi Siburian, Jodion; Sanjaya, M. Erick; Tentia, Ine; Mataniari, Raissa; Sembiring, Dian Arisandy Eka Putra
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51477

Abstract

This study investigates factors influencing students’ acceptance and use of a Project-Based Learning (PjBL) e‑logbook in biology education at Universitas Jambi, using the Unified Theory of Acceptance and Use of Technology (UTAUT). The PjBL e‑logbook was implemented in core courses of the Biology Education Study Program to support structured documentation, monitoring, and reflection on project work. An explanatory survey design was employed with 133 undergraduate students in biology education who had used the e‑logbook for at least 4 weeks. Data were collected using a UTAUT-based questionnaire covering performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), behavioral intention (BI), and the PjBL e-logbook use behavior (UB). Partial least squares structural equation modeling (PLS‑SEM) was used to assess the measurement and structural models. The results show that PE (β = 0.38, p < .001), EE (β = 0.21, p = .018), and SI (β = 0.16, p = .049) significantly predict BI, whereas FC has a positive but non-significant effect on BI (β = 0.11, p = .148). Together, these UTAUT constructs explain 52% of the variance in BI. BI strongly predicts the PjBL e‑logbook use behavior (β = 0.56, p < .001), and FC also has a modest direct effect on UB (β = 0.19, p = .028), with the model explaining 39% of the variance in UB. The findings highlight the central role of perceived usefulness, ease of use, and social influences in promoting intention, and confirm the importance of both intention and facilitating conditions for actual e‑logbook use. Practical implications for designing and scaling PjBL e‑logbooks in teacher education at Universitas Jambi and similar institutions are discussed.
Journal Management at the University of Jambi: An Evaluative Study Towards an Accredited Journal: Journal Management at the University of Jambi: An Evaluative Study Towards an Accredited Journal Hansein Arif Wijaya; Yusuf, Muhammad; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51608

Abstract

Scientific journals play a strategic role in ensuring the quality and reputation of higher education institutions, particularly through the national accreditation mechanism facilitated by the Arjuna portal. This study aims to evaluate journal management at the University of Jambi from the aspects of management, substance, accreditation, and indexation as a basis for strengthening governance towards meeting accreditation standards. The study uses a descriptive-evaluative approach with document analysis of the recapitulation file "JURNAL UNJA Rev.xlsx" containing 49 journals as a sample. Data were analyzed quantitatively and descriptively to describe the distribution of Sinta status, ISSN completeness, consistency of publication frequency, the existence of an editorial team and publication ethics, as well as DOAJ and Scopus indexing status. Qualitative-interpretive analysis was conducted by comparing actual conditions with Arjuna standards and literature findings regarding journal management and publication ethics. The results show that the majority of journals in the sample have been Sinta accredited (S1–S6), with the largest concentration in Sinta 4 and Sinta 5, but there are still journals with status 0 and marked "-" which reflect unclear or incomplete accreditation data. Six journals do not yet have an ISSN, five journals show discrepancies in publication frequency, six journals do not have documented editorial team information and publication ethics, and six journals are listed as "empty" or inactive journals. In terms of indexing, only a small number of journals are indexed by DOAJ and two journals are listed in Scopus category Q4. These findings indicate that the University of Jambi has a potential base of accredited journals, but still requires regulatory journal identity, strengthening editorial and ethics institutions, structuring the portfolio of inactive journals, and a gradual strategy for improving accreditation and indexing to support sustainable fulfillment of Arjuna standards.
The Effect of Principal Clinical Supervision Strategy on Teachers’ Pedagogic Competence in SMP Negeri 22 Tanjung Jabung Timur Wahyuningsih, Sri Wulan
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.52332

Abstract

This study aims to analyze and describe in depth how the clinical supervision strategy implemented by the Principal at SMP Negeri 22 Tanjung Jabung Timur affects the improvement of teachers’ pedagogic competence. The primary focus is on understanding the processes, challenges, and outcomes of clinical supervision to improve the quality of learning. This study uses a qualitative case-study design. The primary data collection techniques include participant observation, in-depth interviews (with the principal, supervised teachers, and other teacher representatives), and document analysis (supervision instruments, learning implementation plans, and notes on classroom observation results). Data were analyzed using qualitative techniques, namely interactive models: data reduction, data presentation, and conclusions drawn. The results of the study show that implementing a systematic, collaborative, and sustainable clinical supervision strategy significantly influences teachers’ pedagogical competence. The most effective strategies involve pre-observation (setting of focus and goals), classroom observation (objective data collection), and post-observation (reflective discussion and establishment of individual follow-up plans). The primary influence is manifested in improving teachers’ abilities in: (1) formulating specific learning objectives, (2) managing classroom interaction and student motivation, and (3) conducting formative and summative evaluations. It was also found that a supportive professional relationship between the Principal and the teacher is the key to the successful implementation. From the results of this study, it can be concluded that clinical supervision is an effective managerial instrument for the professional development of teachers. It is recommended that Principals strengthen their role as mentors and facilitators, and provide adequate time and resources to ensure the consistent implementation of clinical supervision cycles.

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